READING IV

STUDENTS’ WORKSHEET

FOR INTERNAL USE ONLY

NAME :
REG. NO :
CLASS :
LECTURER :

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR

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 PREFACE

Grammar is one part in learning English, which should get priority especially in teaching
and learning process. Grammar has an important role in English teaching and learning process
because grammar permeates all language skills such as speaking, reading, writing, and
listening.Normally, teachers are supplied with textbooks, which determine what they teach.
Indeed teaching grammar should emphasize on how to teach and not what to teach. Learning
grammar needs an appropriate technique and material to avoid students feeling bored in teaching
and learning process.
University students learn grammar for five semesters. This worksheet is intended for the
second year or the forth semester students. The presence of this worksheet assists the students to
practice much because the writer believes that practice answering or doing many grammar tasks
is more valuable and understandable than listening much explanation from the teacher.
Finally, the writer is aware that even though she has tried to do the best for this
worksheet, yet the weakness may occur anyway. Therefore, constructive criticism is always
appreciated.

The writer

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 CONTENTS

UNIT I. SCANNING AND SKIMMING

UNIT II. READING TEXTS

UNIT III. FACT AND OPINION

UNIT IV. TAKING A NOTE

UNIT V. ANALYZING TEXT

UNIT VI. MAKING INFERENCES AND DRAWING CONCLUSIONS

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 UNIT I

SCANNING AND SKIMMING TO COMPREHEND THE TEXT

A. Scanning vs Skimming in reading skill

Source: Google.Com

Skimming can save you hours of laborious reading. However, it is not always the most
appropriate way to read. It is very useful as a preview to a more detailed reading or when
reviewing a selection heavy in content. But when you skim, you may miss important points or
overlook the finer shadings of meaning, for which rapid reading or perhaps even study reading
may be necessary.

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Use skimming to overview your textbook chapters or to review for a test. Use skimming to
decide if you need to read something at all, for example during the preliminary research for a
paper. Skimming can tell you enough about the general idea and tone of the material, as well as
its gross similarity or difference from other sources, to know if you need to read it at all.

To skim, prepare yourself to move rapidly through the pages. You will not read every word; you
will pay special attention to typographical cues-headings, boldface and italic type, indenting,
bulleted and numbered lists. You will be alert for key words and phrases, the names of people
and places, dates, nouns, and unfamiliar words. In general follow these steps:

1. Read the table of contents or chapter overview to learn the main divisions of ideas.
2. Glance through the main headings in each chapter just to see a word or two. Read the
headings of charts and tables.
3. Read the entire introductory paragraph and then the first and last sentence only of each
following paragraph. For each paragraph, read only the first few words of each sentence
or to locate the main idea.
4. Stop and quickly read the sentences containing keywords indicated in boldface or italics.
5. When you think you have found something significant, stop to read the entire sentence to
make sure. Then go on the same way. Resist the temptation to stop to read details you
don't need.
6. Read chapter summaries when provided.

If you cannot complete all the steps above, compromise: read only the chapter overviews and
summaries, for example, or the summaries and all the boldfaced keywords. When you skim, you
take a calculated risk that you may miss something. For instance, the main ideas of paragraphs
are not always found in the first or last sentences (although in many textbooks they are). Ideas
you miss you may pick up in a chapter overview or summary.

Good skimmers do not skim everything at the same rate or give equal attention to everything.
While skimming is always faster than your normal reading speed, you should slow down in the
following situations:

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  When you skim introductory and concluding paragraphs
 When you skim topic sentences
 When you find an unfamiliar word
 When the material is very complicated

B. Scanning for research and study

Scanning, too, uses keywords and organizational cues. But while the goal of skimming is a
bird's-eye view of the material, the goal of scanning is to locate and swoop down on particular
facts.
Facts may be buried within long text passages that have relatively little else to do with your
topic or claim. Skim this material first to decide if it is likely to contain the facts you need.
Don't forget to scan tables of contents, summaries, indexes, headings, and typographical cues.
To make sense of lists and tables, skim them first to understand how they are organized:
alphabetical, chronological, or most-to-least, for example. If after skimming you decide the
material will be useful, go ahead and scan:

1. Know what you're looking for. Decide on a few key words or phrases–search terms, if
you will. You will be a flesh-and-blood search engine.
2. Look for only one keyword at a time. If you use multiple keywords, do multiple scans.
3. Let your eyes float rapidly down the page until you find the word or phrase you want.
4. When your eye catches one of your keywords, read the surrounding material carefully.

C. Scanning to answer questions

If you are scanning for facts to answer a specific question, one step is already done for you: the
question itself supplies the keywords. Follow these steps:

1. Read each question completely before starting to scan. Choose your keywords from the
question itself.
2. Look for answers to only one question at a time. Scan separately for each question.
3. When you locate a keyword, read the surrounding text carefully to see if it is relevant.
4. Re-read the question to determine if the answer you found answers this question.

Scanning is a technique that requires concentration and can be surprisingly tiring. You may have
to practice at not allowing your attention to wander. Choose a time and place that you know
works for you and dive in.

Comparison between Skimming and Scanning:

Skimming Scanning
A technique for fast reading. A reader A technique in which a reader
Definition
reads the article in order to get the general tries to search a particular text

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 idea of it. or word in the document
 Ability to find quickly
 Ability to go through the article  Use of fingers can be
quickly effective while looking
Requirement  Ability to understand what can be for a specific
relevant and not in reading information
 Focus on key words

 Generally to search a
 Generally to get the general idea of
telephone number from
an article
a list
Purpose  To sample a book before actually
 To find a particular
purchasing it
quotation in a book

 Reader must be clearly

aware of the specific
 Read the title carefully
information that needs
 First paragraph and introduction
to be searched in the
need to be read carefully
document
 Emphasis on the reading of first
 Clues must be used to
sentence of every paragraph
find the answer – like if
 Heading and sub headings should
one is searching for a
be read
date, then only numbers
Method  Pictures, charts or graphs should be
should be looked for
noticed
 Headings can be helpful
 Words or phrase that are italicized
in suggesting the
or boldface must be noticed
location of the desired
 Summary or last paragraph is
information
important to understand the
 One should be careful in
conclusion
reading and skipping the
sections of the passage

For information:
 The main idea is the central, or most important, idea in a paragraph or passage. It states
the purpose and sets the direction of the paragraph or passage
 The main idea may be stated or it may be implied.
 When the main idea of a paragraph is stated, it is most often found in the first sentence of
the paragraph. However, the main idea may be found in any sentence of the paragraph.
 To find the main idea of any paragraph or passage, ask these questions:

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 1. Who or what is the paragraph about?
2. What aspect or idea about the ‘who’ or ‘what’ is the author concerned with

D. Exercising
Read the following Article and explain based on your understanding!!!

Tobacco Advertising on Television Banned in Indonesia?

Commission I of Indonesia's House of Representatives (DPR) plans to revise Law No.

32/2002 on Broadcasting by adding a full ban on the advertisement of tobacco-related products
on television and radio. Indonesia's tobacco industry, a massive industry in Southeast Asia's
largest economy, objects to this plan. This ban would also have a big affect on government
revenue (excise duties on cigarettes are a key source of government revenue) as well as on
revenue generated by media institution because tobacco companies are the fifth-largest advertiser
in Indonesia.

Based on data from research firm AdsTensity, Indonesia's tobacco industry spent a total
of IDR 6.3 trillion (approx. USD $474 million) on television advertisement in 2016; the biggest
spenders in this industry being Djarum (IDR 1.91 trillion), Gudang Garam (IDR 1.32 trillion),
and HM Sampoerna (IDR 1.25 trillion).

Elvira Lianita, Head of Fiscal Affairs and Communication at HM Sampoerna, said the
government needs to re-think whether a full ban would be appropriate as there already exists
Law No. 109/2012 that limits tobacco-related adds in Indonesian media (there is a limit to the
timing and content of the add, for example the cigarette itself is not allowed to be visible
anymore). Lianita added that it would have far-reaching effects if the government bans tobacco-
related adds on television and radio because not only earnings of the tobacco industry are to
decline but also government revenue, revenue of media institutions, and the welfare of many
small Indonesian tobacco farmers as well as workers in the country's cigarette plants.

Budi Darmawan, Corporate Communications Manager at Djarum, said the ban would
have a big impact on the tobacco industry of Indonesia because among all forms of

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advertisement, advertisement on television proves to be the most effective form of
advertisement. That is the reason why Djarum spends a significant portion of its budget on TV
adds.

Meanwhile, the Indonesian Consumers Foundation (YLKI) urges the government to

completely ban tobacco-related advertisement on television. Tulus Abadi, Chairman of the
YLKI, said Indonesia is currently the only country worldwide that still allows cigarette producers
to advertise on television.

The DPR's proposal shows that the Indonesian government is in favor of tobacco control
and the public's health protection. Earlier, there had been uncertainty about the government's
stance toward the tobacco industry. It was seemingly facing a dilemma: curtail tobacco
consumption in order to enhance people's health or let the tobacco industry produce, sell and
advertise freely in order to safeguard government revenue from the tobacco industry. However,
Indonesia is still one of the few Asian countries that is yet to ratify the World Health
Organization (WHO)’s Framework Convention on Tobacco Control (FCTC).

In January 2017 the Indonesian government raised the cigarette excise tax by an average
of 10.54 percent, while the value-added tax on cigarettes was pushed up 9.1 percent in the same
month. These hikes pose serious challenges for Indonesia's cigarette industry but are regarded a
good move for child protection and public health.

Meanwhile, the government's tobacco roadmap, which included 5 - 7 percent year-on-

year (y/y) growth targets between 2015-2020 (and cigarette production to reach 524.2 billion
"death-sticks" by 2020), was annulled by Indonesia's Supreme Court in December 2016 as the
roadmap was not considered compatible with the nation's health targets.

I. Comprehending the reading

1. Vocabulary
a. Commission ( Noun Singular), d. Ban (Noun Singular)
Commissioner (Noun) e. Generated (regular verb)
b. Advertisement (Noun, Singular) f. Advertiser(Noun), Advertise(Verb)
c. Revenue ( Noun Singular)

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g. Allowed (Regular Verb), allover
(noun)
h. Rethink (verb)Thinker(Noun)
i. Law (Noun), Lawyer (Noun)
j. Excited(adjective)-excitedly
(adverb)- excitement (noun)
k. Complete(verb)-completely (adverb),
Completeness (Noun)
l. Current (adjective) currently (adverb)
m. Framework (Noun),Framing (Verb)
n. Consume (verb)-Consumer (Noun)
consumerism (noun).

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2. Comprehension exercises
 Checking the fact
Is the following information given in the text of the table below?
Write yes, if it is and No, if it is not
Yes No
The government has to revise Law No. 32/2002 on
Broadcasting
This ban would also have a big affect on government
revenue as well as on revenue generated by media
institution because tobacco companies are the fifth-largest
advertiser in Indonesia.
Indonesia's tobacco industry regularly spent a total of IDR
6.3 trillion
Elvira Lianita, Head of Fiscal Affairs and Communication
at HM Sampoerrna, said the government has not to re-think
whether a full ban would be appropriate as there already
exists Law No. 109/2012 that limits tobacco-related adds in
Indonesian media
The DPR's proposal explicitly states that the Indonesian
government is in favor of tobacco control and the public's
health protection.
In January 2017 the Indonesian government did not have a
plan to raise the cigarette excise tax by an average of 10.54
percent
Indonesia is still one of the few Asian countries that is ever
to ratify the World Health Organization (WHO)’s
Framework Convention on Tobacco Control (FCTC).
The Indonesian Consumers Foundation (YLKI) urges the
government to completely ban tobacco-related
advertisement on television.

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II. List of Words Not found in the reading text

 Equal  Consequently
 Essential  Adequate
 Persuasion  Annual
 Political  Crowded
 Precisely  citizen,
 Squeezes  command
 Substance  companionship
 Filthy  compose, composer
 Purchase  conflict
 Majority  conflicting
 Marginal  constitution
 Acquisition  construction
 Beneficial
 Cavity

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 UNIT II

READING TEXTS

A. Text Types
Look at the picture below and understand the kinds of the text!!!

For information
There are 5 major texts types:
 Narrative
 Descriptive
 Directive
 Expository
 Argumentative
 Students’ Worksheet

 Narrative texts have to do with real-world events and time.

 They may be fictional (fairy tales, novels) or nonfictional (newspaper
report).
 They are characterized by a sequencing of events
Narrative text  Expressed by dynamic verbs and by adverbials such as “and then”,
“first”, “second”, “third”
 Example: First we packed our bags and then we called a taxi. After
that we…etc.

 Descriptive texts are concerned with the location of persons and things in
space.
 They will tell us what lies to the right or left, in the background or
foreground, or they will provide background information which, perhaps,
sets the stage for narration.
Descriptive  It is immaterial whether a description is more technical-objective or more
impressionistic subjective.
Text
 State or positional verbs plus adverbial expressions are employed in
descriptions
 Examples:
1. The operation panel is located on the right-hand side at the
rear;
2. New Orleans lies on the Mississippi.

 Directive texts are concerned with concrete future activity. Central to

these texts are imperatives (Hand me the paper) or forms which
substitute for them, such as polite questions (Would you hand me the
paper?) or suggestive remarks (I wonder what the paper says about
Directive Text the weather).
 Narrative, descriptive and directive texts have grammatical forms
texts associated with them which may be expanded to form sequences of a
textual nature
 They are all centered around real-world events and things. In
contrast, expository and argumentative texts are cognitively oriented,
as they are concerned with explanation and persuasion, which are
both mental processes.

Reading IV Page 1
 Students’ Worksheet

 Expository texts identify and characterize phenomena.

 They include text forms such as definitions,
 Explications, summaries and many types of essay.

Expository Text  May be subjective (essay) or objective (summary, explication,

definition)
 may be analytical (starting from a concept and then characterizing its
parts; e.g. definitions) or synthetic (recounting characteristics and
ending with an appropriate concept or conclusion; e.g. summaries)

 Argumentative texts depart from the assumption that the receiver’s

Argumentative beliefs must be changed
Text
 They often start with the negation of a statement which attributes a
quality or characteristic activity to something or someone (esp.
scholarly texts).
 They also include advertising texts, which try to persuade their
readers that a product is somehow better, at least implicitly, than
others.
 Expository texts can be neutral or contain evaluative elements
(reviews, references, letters to
the editor…)

Reading IV Page 2
 Students’ Worksheet

TEXT

What is Global Warming?

Global warmth begins with sunlight. When light from the Sun reaches the Earth, roughly
30 percent of it is reflected back into space by clouds, atmospheric particles, reflective
ground surfaces, and even ocean surf. The remaining 70 percent of the light is absorbed by
the land, air, and oceans, heating our planet’s surface and atmosphere and making life on
Earth possible. Solar energy does not stay bound up in Earth’s environment forever.
Instead, as the rocks, the air, and the sea warm, they emit thermal radiation, or infrared
heat. Much of this thermal radiation travels directly out to space, allowing Earth to cool.

Some of this outgoing radiation, however, is reabsorbed by water vapor, carbon dioxide,
and other gases in the atmosphere (called greenhouse gases because of their heat-trapping
capacity) and is then re-radiated back toward the Earth’s surface. On the whole, this re-
absorption process is good. If there were no greenhouse gases or clouds in the atmosphere,
the Earth’s average surface temperature would be a very chilly -18°C (0°F) instead of the
comfortable 15°C (59°F) that it is today.

What has scientists concerned now is that over the past 250 years humans have been
artificially raising the concentration of greenhouse gases in the atmosphere at an ever-
increasing rate. By 2004, humans were pumping out over 8 billion tons of carbon dioxide
per year. Some of it was absorbed by “sinks” like forests or the ocean, and the rest
accumulated in the atmosphere. We produce millions of pounds of methane by allowing
our trash to decompose in landfills and by breeding large herds of methane-belching cattle.
Nitrogen-based fertilizers and other soil management practices lead to the release of
nitrous oxide into the atmosphere.

Once these greenhouse gases get into the atmosphere, they stay there for decades or
longer. According to the Intergovernmental Panel on Climate Change (IPCC), since the
industrial revolution began in about 1750, carbon dioxide levels have increased 35 percent
and methane levels have increased 148 percent. Paleoclimate readings taken from ice cores
and fossil records show that these gases, two of the most abundant greenhouse gases,
are at their highest levels in at least the past 650,000 years. Scientists have very
high confidence (a phrase the IPCC translates to “greater than 90 percent
certainty”) that the increased concentrations of greenhouse gases have made it
more difficult for thermal radiation to leave the Earth, and as a result, Earth has
warmed.

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 Students’ Worksheet

Answer the question below!!!

1. What is The Main Idea and The Specific Information of the first
paragraph????
2. What is The Main Idea and The Specific Information of the second
paragraph???
3. What is The Main Idea and the Specific Information of the Third
paragraph???
4. What is The Main Idea and The Specific Information of the last paragraph???

Comprehension exercises
Answer T if you think the statement is True and F if You think the statement is
false!!!

Yes No
The sunlight causes Global Warmth
The remaining 70 percent of the light is not absorbed
by the land, air, and oceans, heating our planet’s
surface and atmosphere and making life on Earth
possible.
Solar energy stays bound up in Earth’s environment
forever
If there were no greenhouse gases or clouds in the
atmosphere, the Earth’s average surface temperature
would be a very chilly -18°C (0°F) instead of the
comfortable 15°C (59°F) that it is today.
that over the past 250 years humans have been
artificially raising the concentration of greenhouse
gases in the atmosphere at an ever-increasing rate is
what has scientists concerned now.
Nitrogen-based fertilizers and other soil management
practices lead to the release of nitrous oxide into the
atmosphere.
Earth has warmed because the increased concentrations
of greenhouse gases have made it more difficult for
thermal radiation to leave the Earth
since the industrial revolution began in about 1750,
carbon dioxide levels have increased 35 percent and
methane levels have increased 148 percent.

Reading IV Page 4
 Students’ Worksheet

UNIT III

ANALYZING FACT AND OPINION

A. Fact and Opinion In A Text

Facts
 A statement of fact can be correct or
incorrect. You can check it by doing
research.

Mercury is the
Monkeys
planet are
closest
mammals.
to the sun.

Opinions
 A statement of opinion cannot be proved
true or false. It is a belief or judgment. It
often contains a word of judgment, such
as best, should, or beautiful. It may begin
with the words In my opinion or I believe.

Bananas
She is the
are
the
coolest
best fruit
girl in
on
a summer
school!day.

Reading IV Page 5
 Students’ Worksheet

A fact is a statement that can be tested by experimentation, observation, or research and

shown to be true or untrue.
An opinion is a person’s belief, feeling, or judgment about something. It is a subjective or
value Judgment, and it cannot be proven or an opinion is based on belief and viewpoint.
Opinions are often personal interpretations and cannot be verified with evidence. For
example, 'summer evenings are nicer than winter evenings Opinions are often (though not
always)preceded with terms such as 'I think', or with adjectives, comparatives and
superlatives, such as, 'good', 'better', 'the best
A writer may use factual statements to support his or her opinions. Opinion statements may
occur even in what seems to be strictly factual material. A reader should look for words that
are
clues to statements of opinion.

Words such as perhaps

Sometimes
Probably
Often indicate the possibility of opinions.
Words such as I feel
I think
I believe clearly point out that an opinion is being expressed.
The main difference between facts and opinions is that facts can be verified, or checked for
accuracy. In contrast, opinions cannot be checked for accuracy. Opinions are what someone
personally thinks or how they feel about an issue.
Writers often identify what they think or how they feel, but they don't always present the
facts. Good readers interpret what the writer is saying so you can form opinions of your
own. As they read an author's views, they question if the author is presenting an established
factor personal opinion
It is also important to remember that facts can be influenced by opinion and bias,
especially in the media and in (some) research projects (especially qualitative research).
That is, even facts presented as facts, are not always completely objective and 'sacred' as
once claimed (Scott, C.P. cited in Edwards, D & D. Cromwell (2009).

Reading IV Page 6
 Students’ Worksheet

Look at the diagram below!!!

Fact and opinion

Has the writer used (subjective) Is there any evidence?

adjective?

Yes No No Yes

Have they used the words

Opinion Fact Opinion Fact
“Think” or” seem”

Is the evidence reliable?

Yes No No Yes

Opinion Fact
Opinion Fact

Is there any counter

evidence?

Yes No

Fact Opinion

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 Students’ Worksheet

B. EXERCISES

Text 1 (Stating Fact or Opinion)

EATING MEAT IS BAD FOR YOU

There is no longer any doubt about the fact that eating meat is bad for your health.
The list of diseases known to be associated with meat, which are commoner
among meat eaters, looks like the index of a medical textbook. Anemia,
appendicitis, arthritis, breast cancer, cancer of the colon, cancer of the prostate,
constipation, diabetes, gall stones, gout, high blood pressure, indigestion, obesity,
piles, strokes and varicose veins are just some of the well known disorders which
are more likely to affect meat eaters than vegetarians. Those who still eat beef are,
in my view, foolishly exposing themselves to the risk of contracting the horrifying
human version of Mad Cow Disease.
Add to those hazards the fact that if you eat meat you may be consuming
hormones, drugs and other chemicals that have been fed to the animals before they
were killed and you can see the extent of the danger. No one knows precisely what
effect eating the hormones in meat is likely to have on your health. But the risk is
there and I think it's a big one. Some farmers use tranquillizers to keep animals
calm. Others routinely use antibiotics so that their animals do not develop
infections. When you eat meat you are, inevitably, eating those drugs. In America,
over half of all antibiotics are fed to animals and I don't think it is any coincidence
that the percentage of staphylococci infections resistant to penicillin went up from
13% in 1960 to 91% in 1988.
The healthiness of a vegetarian diet is perhaps shown most dramatically by the fact
that lifelong vegetarians visit hospitals 22% less often than meat eaters - and for
shorter stays! Vegetarians tend to be fitter than meat eaters - as well as healthier -
and many of the world's most successful athletes (particularly those who specialize
in endurance events) follow a strictly vegetarian diet.
Avoiding meat is one of the best and simplest ways to cut down your fat
consumption. It is the fat in meat that does most harm - and which makes meat
eating an even bigger health hazard than smoking - but don't think you can avoid
the dangers simply by avoiding red meat because you cannot. If you want to eat a
truly healthy diet then you must give up eating meat completely.

1. Is the information relevant—that is, directly related to the topic, the main idea being
developed about the topic, and the author’s purpose?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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 Students’ Worksheet

_________________________________________________________________________
_________________________________________________________________________

2. Is the information current, or is there more recent information?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_

3. Is the information credible? Can it be verified by a trustworthy source?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4. Is the information complete, or has the author tried to influence the reader by including
only information that supports his/her position?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_

5. What is your overall opinion of the trustworthiness of the article? Why?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_

Reading IV Page 9
 Students’ Worksheet

UNIT IV

TAKING A NOTE OF THE TEXT

A. Understanding take notes in reading skill

Source.Google.com

1. Taking notes When Reading

Picture 4.3 & 4.4

Source.Google.com

Reading IV Page 10
 Students’ Worksheet

Reading for pleasure or as a way to relax, like when reading a novel, newspaper or
magazine is usually a ‘passive’ exercise. When you are studying reading should
been seen as an ‘active’ exercise, in other words you engage with your reading to
maximise your learning. One of the most effective ways of actively engaging with
your reading is to make notes as you go along – linking points, pulling out key
snippets of information etc. By writing notes, in your own words, you will be
forced to think about the ideas that are presented in the text and how you can
explain them coherently.

2. Effective Steps for Note-Taking

a. Highlighting and Emphasizing

A quick and easy way to be active when reading is to highlight and/or
underline parts of the text. Although the process of highlighting is not
‘note-taking’ it is often an important first step. Of course, this is not a good
idea if the book or journal does not belong to you! In such cases make notes
on a photocopy or use sticky ‘post it’ notes or similar. In other words,
Highlighting key words or phrases in text will help you:
 Focus your attention on what you are reading – and make it easy to
see key points when re-reading.
 Think more carefully about what the key concepts and ideas in the
text are, the bits that are worth highlighting.
 At a glance you will be able to see that you have already read pages
or sections on text.

b. Making Written Notes

Although highlighting is a quick way of emphasizing key points, it is no
substitute for taking proper notes. Remember the main purpose for note
taking is to learn, and probably to prepare for some form of writing. When
you first start out note taking you may find that you take too many notes, or
not enough, or that when you revisit them they are unclear, or which is your

Reading IV Page 11
 Students’ Worksheet

opinion and which is the opinion of the author. You will need to work on
these areas - like all life skills, taking effective notes improve with practice.

c. Note taking steps

 Recognizing the main ideas: They are usually located at the
beginning of each paragraph, they do not have examples or very
specific information.
 Reducing the information to note and diagram format: If you feel
you are a visual learner, the diagram format can work for you as it
condenses the information and help you visualize information better.
 Recording the source of the information: Make sure you take notes
about who mentions the information so you can quote effectively. It
helps you distinguish between somebody else’s ideas and your own.

d. Effective note-taking steps

 Underline the key information: identify the reason why you are
reading and highlight the most relevant points. You can use different
colors to indicate separated sections such as important dates,
references to be checked later, vocabulary you find difficult
 Identify the purpose of the text: Read the preface or abstract to have
a clear idea about the content of the text.
 Include your own ideas: Record your thoughts in a different column,
think about how useful they will be for your assignment.
 Use abbreviations: It can be useful to save time and gives you the
opportunity to focus on the relevant aspects of the text.

e. Mapping
Mapping is a note-taking technique which creates a visual representation of
lecture material. When the lecture is heavy with content, Mapping provides
organization and structure, connecting main ideas with secondary and
supporting ideas. Mapping is a useful technique for both visual and

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read/write learners. This technique can also be utilized when previewing and
reviewing texts or taking notes for class.

B. STUDENTS’ WORKSHEET
Read the article below and do the instruction below!!!
1. Write down the main idea of each paragraph
2. Make a mind mapping related to the text below

Michael Jordan Averaged 30.4 Points Per Game at Age 32 While Shooting 50
Percent

At age 32, the greatest player ever led his team to a previously, and still,
unfathomable 72-10 record in the regular season and won the NBA Finals MVP
award for his immense effort in helping the Bulls down the Sonics in the 1995-96
NBA Finals (he had turned 33 by the time the season was over).

The old man shot 50 percent from the field and 83 percent from the line; oh yeah, he
also made 111-of-260 three-point attempts, which is 43 percent from three-point
range! Eat that tidbit of info.

He scored a total of 2491 points and did not miss one game of the regular season
playing 82. You want to talk GOAT here? "There's one player that's the perfect 10;
that has it all: Michael Jordan," said Alonzo Mourning in an interview seen in the
Jordan vid 'His Airiness.'

There are people out there that mat want to attempt to somehow hoist someone as
being greater than MJ, so let us compare Jordan and...say...Bryant at age 32. Age 32
Jordan 82 games; Age 32 Bryant 66-of-66 games (so far).Age 32 Jordan 37.7
minutes per game; Age 32 Bryant 33.8 minutes per game. Age 32 Jordan 50 percent
from the field; Age 32 Bryant 46 percent from the field. Age 32 Jordan 83 percent
from the free-throw line; Age 32 Bryant 83 percent from the free-throw line. Age 32
Jordan 43 percent from three-point range; Age 32 Bryant 33 percent from three-point

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range. Age 32 Jordan 6.6 rebounds per game; Age 32 Bryant 5.2 rebounds per game.
Age 32 Jordan 4.3 assists per game; Age 32 Bryant 4.8 assists per game. Age 32
Jordan 2.2 steals per game; Age 32 Bryant 1.1 steals per game. Age 32 Jordan 0.5
blocks per game; Age 32 Bryant 0.1 blocks per game. Age 32 Jordan averaged 2.4
turnovers (negative statistic) per game, while Bryant averages 3.0 turnovers in less
minutes. Age 32 Jordan averaged 30.4 points per game and led the NBA in scoring
for the record eighth time. Bryant at age 32 is averaging 25.1 points per game and
hurt his ankle in Game 66. Kobe shot 6-of-20 in that game.

Not only did Jordan do this at age 32-33, but he won two more titles at ages 33-34
and 34-35. He led the NBA in scoring ate ages 33-34 and 34-45 (his ninth and 10th
scoring titles). He also got the NBA Finals MVP two more times in a row, and he
NEVER lost in the Finals finishing at 6-0 with six Finals MVPs.

Say what you will about how he had fresher legs because he retired, and I will say
that the 10-time scoring champion Michael Jordan, the player who never once let his
team lose in any Finals and the player who averaged over 20 ppg at age 40, the guy
who has the highest scoring average in NBA History at 30.1 ppg for a career that
spanned from 1984 to 2003 and the guy with the highest scoring average in playoffs
history at 33.6 is the greatest player of all time.

So, don't even try to hate on the greatest to ever lace them up, because we both know
that if the age 32 1996 Jordan came alive to play, he could, and would, destroy age
32 Kobe, and he would do it on purpose, and repeatedly!

Source: bleacherreport.com

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Column Note Taking

Name :
Reg. Number :
Paragraph Recall column Note column
Subtopics /Main Ideas Supporting Details
First Paragraph

Second
Paragraph

Third Paragraph

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UNIT V

ANALYZING TEXT

B. What is Text Analysis

Analyzing a text means interpreting the information that is written in that text,
breaking it down to gather all the information and learn the meaning behind what
it's written in the text. When you're analyzing a text you're examining how the
author presents his or her arguments within the text and whether these arguments
work or not and why.

C. Text Types Purpose, Structure, and Language Features

Text Type Purpose Structure Language Features

Article  To sustain an  Titles/headings  Range of tenses

argument  Development of  Linking words
 To describe ideas/argument  Language can be
 To inform, to  Sequencing and descriptive,
persuade, to linking of ideas informative
amuse or entertain  Statement of evaluative, or
conclusion/advice persuasive
depending on
context.
Conversation or  To exchange  Exchange of opening  Question forms

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Dialogue information, salutations  Strategies to

ideas, opinions,  Question/statement maintain
and experiences followed by response conversation
 To maintain and  Interaction is (fillers)
sustain sustained  Interjections
communication  Sentences may
not be complete
 Language level
will depend on
context and
relationship
between
participants
Diary or journal  To record  Date/place/time (as  First person
entry personal appropriate)  Abbreviated
reflections or  Chronological or words/sentences
experiences stream of  Subjective/inform
consciousness al language
Discussion  To give different  Presentation of main  Linking words to
(spoken, written, points of view idea in introduction sequence ideas
or online)  To examine issues  Evidence/data to logically
from more than support main idea  Qualifying words
one perspective  Interaction between (e.g. usually,
 To make participants to clarify probably)
recommendations understandings  Persuasive,
based on evidence  Conclusion/reiteration descriptive, or
 To sustain an of main idea personal language
argument  Balanced presentation depending on
context
 Comparative
expressions
Email  To inform  Conventions (email  Abbreviated
 To request addresses) words and
 To remind  Specific details sentences
 To seek a without elaboration  Simple language
response  Salutations and structures
endings
Interview (e.g.  To seek and  Question and response  Question words
written magazine convey form  Link words
interview, or script information,
of an interview – views, opinions
radio, podcast,
television)

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Invitation  To invite in  Layout conventions  Abbreviated

written form  Statement of facts, language
detail of event  Formal or
 Details for responding informal
languages
 Words that tell
when, where, with
whom
Letter – Formal  To communicate  Salutations  Use of full
in writing in  Letter conventions sentences and
(note: the degree formal contexts (layout, address, date, paragraphs
of formality  To request etc)  More complex
required is information  Logical and cohesive sentence structure
determined by the  To lodge a sequence of ideas  Objective
grammatical complaint language
expectations of the  To express an  Use of formulaic
opinion expressions
subject outline and
individual
language letter
writing
conventions)

Letter – Informal  To communicate  Salutations  Frequent

in writing with  Letter conventions colloquial
acquaintances, (layout, address, date, language
friends, family etc)  Subjective
 To inform, amuse  Logical and cohesive language
sequence of ideas

Note, message  To inform  General statement,  Succinct

 To request description, procedure  Abbreviated
 To instruct  May be in point form words and
 To remind sentences
 Lack of
descriptive detail
 Frequent use of
colloquial
language
Blog  To inform  Personal thoughts,  Abbreviated
 To reflect online journal words and
 To seek a  Discrete entries sentences
response, to (“posts”), usually with  Simple language
interact most recent at the top structures
 Often themed on a  Linking words to
single subject sequence ideas
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 Reflections on idea logically

 (interactive –  Qualifying words
comments from other (e.g. usually,
users) probably)
 Persuasive,
descriptive or
personal language
depending on
context
Postcard  To provide  Salutations  Descriptive
information  Brief description or language
 To retell events message  Incomplete
 Formulaic ending sentences
 Abbreviated
words
 Colloquial
expression
 Clichés
 Personal
impressions
Report  To classify and/or  General statement or  Supporting
describe classification evidence (e.g.
 To organise facts  Description statistics,
 To draw  Logical progression examples)
conclusions  Factual
 Usually present
tense
 Language specific
to the topic
Review  To respond to a  Describe context of  Descriptive
text/stimulus text or work language
 To summaries,  Describe the text or  More complex
analyze, or work structures with
interpret a text  Judgment or frequent abstract
and to assess its evaluation of text or language
value work  Words that
express judgment
 Possible
comparisons
 Expressions of
aesthetic nature
Script of a speech or  To communicate  Introductory statement  Choice of
talk ideas, opinions, and of purpose expressions to
attitudes  Explanation or sequence engage the audience
 To entertain of events or presentation  Descriptive words
 To persuade of argument  A range of tenses

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 To welcome  Concluding remarks  Subjective language

 To thank  Use of slogans or
catch phrases
 Use of humour and
anecdotes
Story or narrative  To entertain, amuse,  Series of events presented  Time words used to
or instruct in logical progression connect events
 Resolution/conclusion  Use of action words
 May contain a series of  Description of
complications characters and
settings

3. EXERCISES

Text 1
Read the text below and do the assignment below!!!

Human Body Energy

Human body is actually a living machine and is like all other machines. This
living machine needs fuel to supply it with energy. The fuel is provided by the
food which we eat. However do we know how much we need to stay healthy?
The energy value of food is usually measured in calories. A calorie is the
amount of heat which is required to raise the temperature of 1 kg of water by 1
degree C. The number of calories which people need per day varies. It depends
on the activity, which the people are involved in. For example; people will need
more calories for standing than for sitting, people need more for running than

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for walking, etc.

The energy which is provided by food is in the form of three kinds of

chemical substances. They are carbohydrate, protein and fat. Carbohydrate
provides 8.8 calories per gram (cal/gm) of energy, protein 4.0 cal/gm and fat 8.0
cal/gm. Each food contains different proportion of these substances. These three
chemical substances are all important for body staying healthy.

Answer the Questions below after reading the text above!!!

1. What is the text talking about
2. What is the main idea of the second paragraph?
3. A topic of the passage could be best to describe??
4. What are the important information of the first & Third Paragraph?
5. Make a conclusion based on the paragraph above!!!

4. Students’ Evaluation

You are going to read some paragraph in order to answer some questions.

Read the Following Passage to Answer the Questions 1-2

The railroad was not the first institution to impose regularity on society, or to draw
attention to the importance of precise timekeeping. For as long as merchants have set out
their wares at daybreak and communal festivities have been celebrated, people have been
in rough agreement with their neighbors as to the time of day. The value of this tradition is
today more apparent than ever. Were it not for public acceptance of a single yardstick of
time, social life would be unbearably chaotic: the massive daily transfers of goods,
services, and information would proceed in fits and starts; the very fabric of modem
society would begin to unravel.

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1. What is the main idea of the passage?

A. In modem society we must make more time for our neighbors.

B. The traditions of society are timeless.
C. An accepted way of measuring time is essential for the smooth functioning of
society.
D. Society judges people by the times at which they conduct certain activities.
The main idea of the passage is that societies need to agree about how time is to be
measured in order to function smoothly.

2. In line 4, the phrase “this tradition” refers to....

A. the practice of starting the business day at dawn
B. friendly relations between neighbors
C. the railroad’s reliance on time schedules
D. people’s agreement on the measurement of time

The phrase “this tradition” refers to the preceding clause, “people have been in
rough agreement with their neighbors as to the time of day.”

This passage is for question 3-7

A distinctively American architecture began with Frank Lloyd Wright, who had taken to
heart the admonition that form should follow function and who thought of buildings not
as separate architectural entities but as parts of an organic whole that included the land,
the community, and the society. In a very real way, the houses of colonial New England
and some of the southern plantations had been functional, but Wright was the first
architect to make functionalism the authoritative principle for public as well as for
domestic buildings. As early as 1906, he built the Unity Temple in Oak Park, Illinois, the
first of those churches that did so much to revolutionize ecclesiastical architecture in the
United States. Thereafter he turned his genius to such miscellaneous structures as houses,
schools, office buildings, and factories, among them the famous Larkin Building in Buffalo,
New IV
Reading York, and the Johnson Wax Company building in Racine, Wisconsin. Page 22
 Students’ Worksheet

3. The phrase “taken to heart” in line 1 is closest in meaning to which of the

following?
A. Taken seriously
B. Criticized
C. Memorized
D. Taken offence

4. In what way did Wright’s public buildings differ from most of those built by earlier
architects?

A. They were built on a larger scale.

B. Their materials came from the southern United States.
C. They looked more like private homes.
D. Their designs were based on how they would be used.

5. The author mentions the Unity Temple because, it

A. was Wright’s first building
B. influenced the architecture of subsequent churches
C. demonstrated traditional ecclesiastical architecture
D. was the largest church Wright ever designed

6. The passage mentions that all of the following structures were built by Wright
EXCEPT
A. Factories
B. public buildings
C. offices
D. southern plantations

7. Which of the following statements best reflects one of Frank Lloyd Wright’s
architectural principles?
A. Beautiful design is more important than utility.
B. Ecclesiastical architecture should be derived from traditional designs.
C. A building should fit into its surroundings.
D. The architecture of public buildings does not need to be revolutionary

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This passage is for question 8-18

There are two basic types of glaciers, those that flow outward in all directions with
little regard for any underlying terrain and those that are confined by terrain to a
particular path.The first category of glaciers includes those massive blankets that cover
whole continents, appropriately called ice sheets. There must be over 50,000 square
kilometers of land covered with ice for the glacier to qualify as an ice sheet. When
portions of an ice sheet spread out over the ocean, they form ice shelves.

About 20,000 years ago the Cordilleran Ice Sheet covered nearly all the mountains
in southern Alaska, western Canada, and the western United States. It was about 3
kilometers deep at its thickest point in northern Alberta. Now there are only two sheets
left on Earth, those covering Greenland and Antarctica.

Any domelike body of ice that also flows out in all directions but covers less than
50,000 square kilometers is called an ice cap. Although ice caps are rare nowadays,
there are a number in northeastern Canada, on Baffin Island, and on the Queen
Elizabeth Islands.
The second category of glaciers includes those of a variety of shapes and sizes
generally called mountain or alpine glaciers. Mountain glaciers are typically identified
by the landform that controls their flow. One form of mountain glacier that resembles
an ice cap in that it flows outward in several directions is called an ice field. The
difference between an ice field and an ice cap is subtle. Essentially, the flow of an ice
field is somewhat controlled by surrounding terrain and thus does not have the
domelike shape of a cap. There are several ice fields in the Wrangell. St. Elias, and
Chugach mountains of Alaska and northern British Columbia.

Less spectacular than large ice fields are the most common types of mountain
glaciers: the cirque and valley glaciers. Cirque glaciers are found in depressions in the
surface of the land and have a characteristic circular shape. The ice of valley glaciers,
Whatbydoes
8. bound terrain,
the flows down
passage valleys,
mainly curves around their corners, and falls over cliffs.
discuss?
A. Where major glaciers are located
B. How glaciers shape the land
C. How glaciers are formed
D. The different kinds of glaciers

9. The word “massive” in line 3 is closest in meaning to

A. Huge
B. Strange
C. Cold
D. Recent

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10. It can be inferred that ice sheets are so named for which of the following reasons?
A. They are confined to mountain valleys.
B. They cover large areas of land.
C. They are thicker in some areas than in others.
D. They have a characteristic circular shape.

11. According to the passage, ice shelves can be found

A. Covering An Entire Continent
B. Buried Within The Mountains
C. Spreading Into The Ocean
D. filling Deep Valleys

12. According to the passage, where was the Cordilleran Ice Sheet thickest?
A. Alaska
B. Greenland
C. Alberta
D. Antarctica

13. The word “rare” in line 12 is closest in meaning to

A. Small
B. Unusual
C. Valuable
D. widespread
14. According to the passage (paragraph 5), ice fields resemble ice caps in which of the
following ways?
A. Their shape
B. Their flow
C. Their texture
D. Their location
15. The word “it” in line 16 refers to
A. Glacier
B. Cap
C. Difference
D. terrain
16. The word “subtle” in line 17 is closest in meaning to
A. Slight
B. Common
C. Important
D. Measurable

17. All of the following are alpine glaciers EXCEPT

A. cirque glaciers
B. ice caps
C. valley glaciers
D. ice fields

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18. Which of the following types of glaciers does the author use to illustrate the two
basic types of glaciers mentioned in line 1?
A. Ice fields and cirques
B. Cirques and alpine glaciers
C. Ice sheets and ice shelves
D. Ice sheets and mountain glaciers

This passage is for question 18-20

Tools and hand bones excavated from the Swartkrans cave complex in South Africa
suggest that a close relative of early humans known as Australopithecus robustus may
have made and used primitive tools long before the species became extinct I million
Line years ago. It may even have made and used primitive tools long before
humanity’s direct ancestor, Homo habilis, or “handy man,” began doing so. Homo
habilis and its successor, Homo erectus, coexisted with Australopithecus robustus on
the plains of South Africa for more than a million years.
The Swartkrans cave in South Africa has been under excavation since the 1940’s. The
earliest fossil-containing layers of sedimentary rock in the cave date from about 1.9
million years ago and contain extensive remains of animals, primitive tools, and two or
more species of apelike hominids. The key recent discovery involved bones from the
hand of Australopithecus robustus, the first time such bones have been found.
The most important feature of the Australopithecus robustus hand was the pollical
distal thumb tip, the last bone in the thumb. The bone had an attachment point for a
“uniquely human” muscle, the flexor pollicis longus, that had previously been found
only in more recent ancestors. That muscle gave Australopithecus robustutJ an
opposable thumb, a feature that would allow them to grip objects, including tools. The
researchers also found primitive bone and stone implements, especially digging tools,
in the same layers of sediments.
19. It can be inferred from the first paragraph that all of the following may have made
and used tools EXCEPT.
A. Australopithecus robustus
B. Homo erectus
C. Homo habilis
D. Australopithecus robustus’ ancestors

20. The word “extensive” in line 9 is closest in meaning to

A. Numerous
B. Exposed
C. Ancient
D. valuable

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UNIT VI

READING FOR SPECIFIC INFORMATION

1. Presentation

Source: Google.Com
A. Reading for specific information
The technique scanning or looking for specific information is very useful when
you know exactly what you are looking for in a text. Since you have a very
specific goal in mind, when you read, you only read the relevant part(s) and
ignore the irrelevant. Very much similar to reading for main points, you could
start by making a list of points you would like to locate in a text. The list will
help you find the relevant points in the text. Now, before you do some practice,
read the tips in the following section. You could use the list as an exercise for
scanning. To do this, please follow the steps below:
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 Students’ Worksheet

a. Predict one or two tips that you think are relevant to scanning. You could
either write them down or remember them.
b. Read and see if the following list contains your prediction.
c. Read the tip(s) that you have predicted correctly, and ignore the rest.
d. If you have done all of the above steps in 30 seconds, congratulations! You

should be quite skillful in scanning and need not read on.

B. Tips on locating specific information

a. Keep in mind what you want to locate in a text.

b. Jot down on a piece of paper a few key words that
c. Are related to the topic you want to explore in a text. When you read, look
for those key words. Slow down when you see them. After some practice,
you could perform this ‘anticipation-confirmation of anticipation’ process
mentally instead of actually writing the key words.
d. DON’T read every word.
e. Make use of headings. If you read a book, use the contents page or the
index. If you read an article, make use of the headings and sub-headings to
help you locate the information you want.
f. Set a time limit for yourself. If you cannot find anything relevant after the
set time, the text probably does not provide what you want.
g. DON’T use a dictionary unless you are very sure the word in doubt is
related to the information you are looking for.

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2. EXERCISES
Text 1

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Source: Just Reading and Writing

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UNIT VI

MAKING INFERENCES AND DRAWING CONCLUSIONS

1.

Source.Google.Com

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1. Interpreting What You Read

a. Fact or Opinion

Because writers do not always say things directly, sometimes it is difficult to

figure out what a writer really means or what he or she is really trying to say.
You need to learn to "read between the lines" – to take the information the
writer gives you and figure things out for yourself.

You will also need to learn to distinguish between fact and opinion. Writers
often tell us what they think or how they feel, but they do not always give us the
facts. It's important to be able to interpret what the writer is saying so you can
form opinions of your own. As you read an author's views, you should ask
yourself if the author is presenting you with an established fact or with a
personal opinion. Since the two may appear close together, even in the same
sentence, you have to be able to distinguish between them.

The key difference between facts and opinions is that facts can be verified, or
checked for accuracy, by anyone. In contrast, opinions cannot be checked for
accuracy by some outside source. Opinions are what someone personally thinks
or how he/she feel about an issue. Opinions by definition are subjective and
relative.

b. Defining a Fact

Facts are objective, concrete bits of information. They can be found in official
government and legal records, and in the physical sciences. Facts can be found
in reference books, such as encyclopedias and atlases, textbooks, and relevant
publications. Objective facts are what researchers seek in laboratories or
through controlled studies. Facts are usually expressed by precise numbers or
quantities, in weights and measures, and in concrete language. The decisions of
Congress, specific technological data, birth records, historical documents, all
provide researchers with reliable facts.

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Since anyone can look up facts, facts are generally not the subject of disputes.
However, not all facts are absolutes. Often the problem is that facts are simply
not readily available – such as battles like the Little Big Horn where all the
witnesses who could give information on what happened died in the disaster.

In 1876, Lieutenant Colonel George Armstrong Custer and his 7th Cavalry
engaged in a fight with Sioux Indians along the Little Big Horn Rivers in
Montana. Custer and his entire company were wiped out; no one survived to
tell what really happened.

In this instance, we can only read opinions on how this disaster befell Custer.

To sum up, facts:

 can be verified in reference books, official records, and so forth.

 are expressed in concrete language or specific numbers.
 once verified, are generally agreed upon by people.

c. Determining an Opinion

Opinions are based on subjective judgment and personal values rather than on
information that can be verified. An opinion is a belief that someone holds
without complete proof or positive knowledge that it is correct. Even experts
who have studied the same issue carefully often have very different opinions
about that issue.

Opinions are often disputed, and many times involve abstract concepts and
complex moral issues such as right or wrong, fairness and loyalty. Abstract
concepts, because they are not easily understood, can never be defined to
everyone's satisfaction. For example, each of us holds a personal opinion about
what fairness or loyalty is, about gun control and abortion, and these issues
always remain a matter of opinion, not fact.

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Although opinions cannot be verified for accuracy, writers should, nevertheless,

back their opinions with evidence, facts, and reason – by whatever information
supports the opinion and convinces the reader that it is a valid opinion. A valid
opinion is one in which the writer's support for his or her opinion is solid and
persuasive, and one in which the writer cites other respected authorities who are
in agreement. If a writer presents an extreme or unconvincing opinion, the
reader should remain wary or unconvinced.

d. Exercises
Exercises 1)

Preview the passage. Then read it and underline the facts. Working with another student,
answer the questions that follow.
Mysterious "Piano Man" Puzzles British Doctors
The photograph shows a tall, blond young man holding what looks like a musical score.'
His eyes scared, his shoulders rounded and slightly turned away, he appeared to avoid
contact with the camera.

Found several weeks ago on a windy road beside the sea on the Isle of Sheppey in Kent,
England, he was dripping wet and apparently very disturbed. He would not answer
questions or speak with anyone. He was wearing a black suit and a white shirt, but since all
the labels had been mysteriously cut out from his clothes, authorities had no way of even
identifying his nationality. Since then he has continued to remain silent, refusing or unable
to give information about who he is or where he comes from. He was taken to the accident
and emergency department at the Medway Maritime Hospital in Gillingham, but later was
moved to the psychiatric clinic in Dartford, where he continues to baffle' doctors.

A spokesman for the hospital says that the first clue to his identity came when someone in
the hospital had the idea of leaving him with a piece of paper and pencils and he drew a
detailed sketch of a grand piano. Hospital staff then took him to the hospital's chapel, which

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contains a piano. He sat down immediately at the piano and began to play, appearing calm
and relaxed for the first time since he had been found. According to reports from the
hospital, he is also a good musician and a pleasure to listen to, even if he tends to play
rather melancholy' music. One staff member identified a piece from Tchaikovsky's Swan
Lake, but acknowledged that she was not an expert in classical music.

According to a social worker assigned to the case, the young man is shy in the extreme and
avoids any kind of social interaction. Though interpreters in various northern and central
European languages have been called to the hospital to visit him, he has failed to respond to
any of them. His photograph has been circulated in newspapers around the world,
prompting hundreds of phone calls to the Missing Persons Bureau. However, none of these
has provided useful information about his identity.

There is, of course, the delicate question of whether the man is really in need of psychiatric
care or just pretending to be ill. Doctors at the hospital say that they have no reason not to
take him seriously and they have a duty to care for him as long as he needs it.
Source: Advanced Reading. Page: 91

1. What has the writer inferred from the photograph of the "Piano Man"?
2. What can you infer from the fact that he was wearing a black suit and a white shirt?
3. What can you infer about the fact that the labels had been cut out of his clothes?
4. What can you infer from the fact that the police brought him to the hospital?
5. What did the hospital staff infer from his drawing of a piano?
6. What can you infer from the description of the way he played the piano?
7. What have people at the hospital inferred about his nationality?
8. What can you infer from the doctors' reported statements in the last sentence?

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Student’s Exercises 2

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 Students’ Worksheet

Source: Longman Complete Course for The TOEFL Tes

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REFERENCES

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